In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a “blend ” of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students ’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative. These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students ’ attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

In contrast to software engineering, which relies on relatively well established development approaches, there is a lack of a proven methodology that guides Web engineers in building reliable and effective Web-based systems. Currently, Web engineering lacks process models, architectures, suitable techniques and methods, quality assurance, and a systematic approach to the development process. As a result, Web engineering is still struggling to establish itself as a reliable engineering discipline. The cost of poor reliability and effectiveness has serious consequences for the acceptability of the systems. One of the main reasons for the low acceptance of Web-based applications is the large gap between design models and the implementation model of the Web. It is therefore not surprising that Web engineering education still focuses on technologies, rather than on critical skills that facilitate engineers to solve real-world problems effectively. To meet the challenges of Web engineering, current education must be aligned with a pedagogical model capable of empowering and supporting the acquisition of critical skills. To do this, a new learning environment must be created that promotes change in both pedagogy and course material, in effect, altering the role of the teacher, the expectations for students, and many other educational aspects. This article describes a learner-centered pedagogical model rooted in the constructivist

Abstract: Research has shown the potential of a problem-based approach to enhance students’ learning. The interactive nature of hypermedia technology and its ability to deliver information in different media formats can provide unique capabilities for implementing problem-based learning (PBL) environments. Yet, we know little about the types of tools that are effective in supporting students ’ learning in a hypermedia supported PBL environment. The purpose of this study was to investigate both the use of tools and design features in a piece of PBL software and their effectiveness on middle school students ’ learning. The findings of this study show that students who were exposed to the PBL environment increased their achievement scores from pre to posttest more than those students who learned the same content in the traditional classroom. Students ’ reading ability was found to be a better predictor for their achievement in PBL than their math ability. However, the brief treatment of the study had only limited impact on students ’ attitude toward learning science. The findings of the study and their implications are discussed in detail.

Inaugural Address Symposium Can we support CCSL? Educational, social and technological affordances for learning

Abstract: Feelings of ownership for learning are an important part of the learning process and should be encouraged in e-Learning environments. This paper presents two experimental studies investigating the effects of navigation aids on ownership for learning with electronic texts. Experimental findings revealed that designers should not assume that allowing learners greater control over their navigation through higher navigational freedom, or the ability to create their own navigation aids, will increase feelings of ownership for learning with electronic texts. The results of these studies have implications for those designing navigation in educational electronic texts.

Introduction It would appear that the use of Web and Internet-based technology is ubiquitous in Higher Education in the United Kingdom. Advocates believe that the use of Web and Internet-based technologies in Higher Education can benefit students not only in their learning (Laurillard, 1993, Gibbs, 1999) but also in the transferable skills they will acquire as a result (Harrison, 1994). They also believe that this technology can facilitate and support the creation of student-centred learning environments (Collis, 1996) or a student-centred model of education (Westera, 1999). Student-centred approaches are advocated as a way of equipping students with the skills they need to survive in today's complex world. This research aims to investigate whether lecturers are actually using student-centred approaches, whether Web and Internet-based technologies can be used to support these and whether they cause lecturers to adopt more student-centred approaches. The research will focus on the use

The primary purpose of this study was to examine the introduction of an educational innovation---in this case, a collaborative network-based learning environment that utilizes ICTs and face-to-face sessions ---into the teaching of foreign language and business communication in Finnish higher education. An additional purpose of this study was to explore a) the affordances of the ICTs employed, and b) two particular pedagogical aspects: 1) the manifestation of social presence and the building of a sense of community in a multimodal learning environment; and 2) the roles of the teacher and the learner in an educational setting in which two participating groups of university students located in geographically dispersed sites communicate through the use of e-mail, computer conferencing, and videoconferencing. These groups had local face-to-face sessions with their respective teachers, as well.

I declare that the work described in this dissertation is, except where otherwise stated, entirely my own work and has not been submitted as an exercise for a degree at this or any other university. Signed: